A Cross Sectional Study of ChatGPT in Translation: Magnitude of Use, Attitudes, and Uncertainties

Autor/inn/en	Sahari, Yousef; Al-Kadi, Abdu M. Talib; Ali, Jamal Kaid Mohammed
Titel	A Cross Sectional Study of ChatGPT in Translation: Magnitude of Use, Attitudes, and Uncertainties
Quelle	In: Journal of Psycholinguistic Research, 52 (2023) 6, S.2937-2954 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ali, Jamal Kaid Mohammed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-023-10031-y
Schlagwörter	Artificial Intelligence; Translation; Incidence; Student Attitudes; Arabic; Barriers; Affordances; Technology Uses in Education + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Vorkommen; Schülerverhalten; Arabisch; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This preliminary cross-sectional study, focusing on Artificial Intelligence (AI), aimed to assess the impact of ChatGPT on translation within an Arab context. It primarily explored the attitudes of a sample of translation teachers and students through semi-structured interviews and projective techniques. Data collection included gathering information about the advantages and challenges that ChatGPT, in comparison to Google Translate, had introduced to the field of translation and translation teaching. The results indicated that nearly all the participants were satisfied with ChatGPT. The results also revealed that most students preferred ChatGPT over Google Translate, while most teachers favored Google Translate. The study also found that the participants recognized both positive and negative aspects of using ChatGPT in translation. Findings also indicated that ChatGPT, as a recent AI-based translation-related technology, is more valuable for mechanical processes of writing and editing translated texts than for tasks requiring judgment, such as fine-tuning and double-checking. While it offers various advantages, AI also presents new challenges that educators and stakeholders need to address accordingly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01